Designing An E-Learning Model

Introduction:

 

This report provides a descriptive analysis of an e-learning design model which has been developed for a local government call centre. It includes a graphical representation of the model and a detailed analysis of the model, its features and components. It also includes analysis of the personal learning experience which contributed to the evolution of the model.

 

1.0 e-learning design context

The e-learning design model chosen for the focus of assignment is for a local government call centre. The call centre environment receives over 100,000 calls annually, is open 8.00am to 5.00pm Monday to Friday and employs 10 full time staff on a roster basis. The centre has one manager, one team leader and 8 call centre “Customer Service Officers”.  Due to the nature of Local Government being a multifaceted service provider Call Centre staff are required to have comprehensive knowledge of multiple organisation wide services and department, policies and procedures. This knowledge is dynamic and can change on a daily basis. It is essential for the provision of customer service and Council policy that Call Centre staff regularly update their skills and knowledge on the organisation service offerings and have access to the latest information to help satisfy and answer client needs. This information currently resides in sources such as databases, corporate web site and intranet, hard copy documents and various frequently used external websites.

 

As the new Manager of Customer Service I have observed that the approach to sourcing and updating knowledge has been on an ad-hoc basis and has relied on individual team members constructing their own training material to help make sense of the chaotic environment.  This usually involves a series of personally bookmarked websites, emails and hard copies of relevant documents filed in a folder or pinned on their workstation noticeboard. There is little structure to the information which is collected and no consistency or quality control across the team in choice and content of information sources.  The end result is knowledge gaps which vary amongst team members and inconsistency in the delivery of customer service. Currently there is no online training solution offered within the organisation or structured learning programs which step a learner through the essential knowledge which is required to do the job. Most training is done on an “as needs” and on a “one on one” basis in the workplace. 

 

 

 

 

 

 

 

The proposed e-learning design model attempts to offer a solution and a knowledge management resource which would assist call centre staff maintain and update their knowledge of Council services to improve customer service.  As staff spend 100% of their working day online and answering calls an online solution would provide a flexible opportunity for staff to access information quickly and efficiently. In addition when staff have down time they can access training information, access self-paced learning modules or share information and resources to help them learn and do their job more effectively. To clarify it simply there are two main learning objectives: 

 

 

Some additional key features which will salient for the design include:

• Customised rather than standardised design approach. This design will be specific to the needs of staff and management of a local government call centre and have immediate application and benefit to the workplace.  
 
• An understanding that staff has existing knowledge however this varies across the team. For example some staff have been with Council ten years whilst others one year. Sharing this knowledge would suggest a collaborative approach would be useful and also fits with the Call Centre Team Values which encourage sharing and assisting each other. 
 
• Real world and specific organisation problem solving application. The design will have an immediate application and benefit to the Call Centre workplace.  

• Within local government there are many policies and procedures to follow due to requirements under various legislation and governance requirements which have been translated into policies and procedures. It is essential these policies and procedures are built into the solution.
 

 

 

 

 

 

 

 

 

2.0 The Model

 

 

 

 

It is worth pointing out, that in my model, ADTE is not a linear process or one that has to be followed step by step at every stage of the design.  It is flexible and can be adapted to respond to the needs and timeframes which are set by the designer and the organisation.  For example you will not be developing a prototype or testing a model each time you need to produce a new set of training materials.  However you may want to go back and analyse why something is not working from feedback from learners at any stage of the project.  This is supported by Clark (1995) who advises that designers should not get hung up on an ISD model by refusing to bypass a step, switch or modify steps and that often each training project develops its own rhythm and it is up to designers to find the natural flow of steps to produce a successful training program.  

 

 

Overall the model is fluid and dynamic, again it is does not follow a linear process. Learners and their needs are at the centre of the model which is encapsulated by the learning environment. In context, this places the learner (call centre staff) in the centre of a busy and dynamic workplace environment (local government call centre) where the learning takes place. 

‘Learner-centered environments consider students’ previous experiences and prior knowledge as a basis for learning’  (Smith and Greenburg 2001)

 

The model is customised to the workplace needs of staff and management of a local government call centre staff to aid in knowledge management and the provision of customer service and considers the staff’s prior knowledge as the foundation for learning journey.  

 

In the Analyse Phase we would get an understanding of the learner, the learning environment, the stakeholders and the instructors.  The combined outcomes of this phase would provide a direction for the choice of learning theory and the instructional method.

 

2.1 The Learning Environment

 

The Learning Environment provides the context and setting for where the learning is taking place. The learning environment houses the dynamic interplay of instructors who scaffold the learning process, stakeholders who have input into the learning design process and learners who are the focus of the learning design. 

 

The Learning environment consists of the Council Call Centre which is located behind the scenes within the main administration hub of Council. The culture of Local Government is quite hierarchical and authoritarian in its delivery of services. There are many policies and procedures to follow and it is these policies which drive the operations of council and a disciplined approach to following these policies will be required to be embedded in the learning environment.

 

 ‘Researchers have found that understanding the culture of the organisation and adapting the e-learning strategy to fit that culture is more likely to lead to success’ (Newton and Ellis,  2002 ).

 

 

 

 

 

There is an organisation requirement that Call Centre staff resolve as many calls at the first point of contact and this places high expectations on the team’s   knowledge and ability to efficiently access information. Call Centre Staff have a sound technology environment with access to high speed computers, multimedia software, unrestricted internet access and the latest telephone software and headsets which provide efficiencies in call answering and computer navigation. Due to the demands of the business and volume of calls it is difficult and costly to arrange formal and “off the job” training.   In addition, currently the organisation culture is not one which supports frequent  “off the job” training with most of the training done “on the job”.  There is however down time between calls and this provides the perfect opportunity to embed a learning culture within the team in times when things are quiet and there is “nothing to do”.  The phone systems also permits a team member to “clock off” and take a break for “training” is small blocks of 15-20 minute intervals. The team supports this however breaks longer that this time frame put stress on the rest of the team and fosters resentment that people are not sharing the work load. 

 

2.1.1 The Learners

“It is when both the learner and the designer understand who the learner ‘Is’ that learner will be most effective” (Learn your Way, para 1 2007)
 

Early analysis of Call Centre staff would be undertaken by both workplace observation and via an e-learning survey or training needs analysis. Similar to the approach taken by Nichani (2002), workplace observation would include sitting in on call centre phone calls and understanding emphatically how the team members do their job. A process known as “double jacking” would be used as a workplace observational method. This is where a supervisor can listen in on customer calls and watch how the team member responds verbally and how they use their computer to search and retrieve information. The analysis would include gathering information on learning styles; observation and feedback on how they prefer to learn; how they currently are learning the information to do their job; what are the workplace pressures that prohibit them from learning; what is their motivation for learning; their ease and familiarity with technology and their attitudes and perceptions towards e-learning (Pietronilla Penna and Stara 2007)

 

 

In addition issues such as socioeconomic status, educational history, gender and cultural backgrounds would help complete a learner profile.  Ardichvili, Maurer  Wentling, and Stuedemann (2006) and Bonk and Zane (2006) both articulate the need for an understanding of cultural factors and the impact of learning styles or preferences in e-learning design. However in developing a learner profile attention should be placed on avoiding stereotypes, for example assuming that all nationalities prefer to learn a certain way or certain genders are not technically savvy.
 

2.1.2 The Instructors
 
The instructors are the Manager and Team Leader of the Call Centre and they play a role in scaffolding the call centre staff throughout the learning process. They act as role models, facilitators, provide support, links to resources and feedback during the learning process. They also provide a lead role in the development of content to ensure that Council policies and procedures and customer service principles are embedded into learning outcomes. In addition, it is important that instructors understand the social architecture of the learning environment and that is the roles, processes and approaches which engage learners in the learning process. It is the instructor’s role to stimulate a learner’s intellectual curiosity and engage them in productive instructional activities and directly influence their learning outcomes (Hirumi 2002, Vrasidas and McIsaac 1999 as cited in Woo and Reeves 2007). The content must be able to engage people who are in different life stages, with different perspectives and motivations with differing goals for learning. The instructors are required to understand how learning in occurring in the Call Centre and they  select the learning theory and appropriate instructional method to underpin the learning design. This is based on the results of the team’s learning needs analysis, workplace observation and the instructors own education culture.

 

My early comments within the class discussion forum support this:

 
“That different learning theories may apply in e-Learning design process depending on the type of learners, the situation and the organisations desired outcomes or objectives. That a combination of learning theories may underpin a design and it is up to the designer to assess the relative merits of each theory and provide a sound rationale for its application to the design process”  (Murphy 2008 a)

 

It is also interesting to note that instructors subtly influence the learning theory and pedagogy, due to their own preferential theories of learning, personal preferences, inclinations and understanding of pedagogy (Belisle 2008).

 

2.1.3 The Stakeholders

 

The Stakeholders are also an important part of the learning environment as they set the budget, provide support, allocate resources for the project and define workplace targets and outcomes. 

 

 

 

 

 

 

1)     IT Department – would play a role in providing the appropriate software,  licensing and hardware requirements. They would also need to be consulted on issues such as system, bandwidth requirements, security and download capabilities. They play a facilitating and supporting role which is limited to technical support issues and ensuring that the design complies with Council network requirements and Internet Policy.

2) Senior Management – the Director of Corporate Services approves the budget, allocate resources for the project and ensure that the project is consistent with the organisation’s plan of management. The Director of Corporate Services would provide feedback during the prototype or testing phase and would also be kept up to date by the instructors through monthly formal reports on learning achievements and outcomes.

3) HR Department -  will want to see that training has taken place and that learning outcomes are measured and recorded as part of the annual salary/performance reviews. 

4) Supervisors –  this consists of the Manager and Team Leader. Their role has been discussed in more depth in the previous section. They play an important role in designing and facilitating the learning process, have ownership of the model and want it to succeed.

5) Team Members – consists of the call centre team. Their role is to be responsible for the learning outcomes, set their personal learning goals and contribute to the collaborative nature of the learning environment.

 

 

2.1.4 e-learning solution – usability design

Developing and testing the e-learning solution will involve generating and gathering feedback on the overall look and feel of the design interface, content design, navigation and usability testing. Involving learners in the testing is consistent with a learner centered approach and encourages ownership and buy into the process. An important feature will be the ability to get immediate feedback on whether the solution is engaging the user and observation of their level of motivation or desire to participate prior to the solution going live. The technological architecture refers the chosen hardware and software which will support the e-learning design. This would include ensuring that the technology is suited to the learners needs and is easy to use, easy to install, easy to navigate and understand.

 

 

The proposed e-learning solution has its foundation in social constructivist theory however the organisational requirement to embed within the design Council’s policy, procedures and operational requirements has elements of behaviourism.  The e-learning solution has the following qualities which have been adapted from principles that underpin effective adult learning (Teo and Williams  2006).

- Learners will be able to fit new information with what they already know about the problem/situation. They will be given the opportunity to build on prior knowledge.  This is an important element as many of the team already have vast knowledge on certain subject areas due to their length of service with Council. The aim is to build and improve on this prior knowledge.

-  The learner interacts with learning objects and activities, gain an understanding of these and then comes to their own conceptualisation and solution to the problem. Call Centre staff will actively construct their own understanding of real world customer service situations and specific organisation problems.

 

The e-learning solution will be a rich hypermedia environment integrating collaborative Web 2.0 learning tools.  Hypermedia is the integration of a computer and multimedia to produce interactive, non- liner hyper environments which will contain text, graphics, sound and video  and provides a greater opportunity to cater for various learning styles and flexibility in presenting content Selepeng-Tau O (2000). The Council’s Intranet is the suggested portal to access the relevant hyperlinks, RSS feeds and searchable databases which will assist with problem solving and answering customer inquiries. Another important link on the portal will be to customised training modules created in LAMS and a Team Wiki. The instructors will develop customised training modules using LAMS to provide a simple and easy to use visual authoring tool to offer interactive self-paced collaborative learning. The inclusion of a Team Wiki offers the learners an area where they can develop and test solutions to customer service problems, share ideas and get feedback from other call centre staff and supervisors. This collaborative process will provide opportunities to improve work systems and leave a documented legacy of appropriate procedural customer service responses. The Team Wiki will also offer tangible proof to senior management that the organisational learning outcomes have been achieved.

 

2.1.5 Feedback

Feedback is an ongoing part of evaluation phase and sits within the learning environment. Feedback is like the glue which holds the design together and keeps the solution alive and functioning. Feedback is embedded in the relationships between stakeholders, learners and instructors and includes dialogue, meetings and written and verbal reporting mechanisms which are essential in workplace communication. Feedback occurs on two levels and involves Learner, Instructors and Stakeholders. 

1)   Learning Design Input – this would include feedback into the initial set up of the design or modifications once it has been set up through a process of continuous improvement and evaluation of the learning solution to ensure it meets the needs of all stakeholders.  
 
2)   Learning Design Outcomes – this would include evaluation of the learner’s learning outcomes. This would be mapped against outcomes or objectives set by the organisation and agreed to by the learner. It would include the assessment process and achievement of personal learning goals set by the learner.

 

 

My learning journey for this assignment began with a zero knowledge base of instructional design. It was interesting to look back and observe my own knowledge creation and shifts in my understanding of e-learning design over the past couple of months. It was also interesting to see what supported and enhanced this learning process. Building upon prior knowledge on learning theories certainly helped me to grasp the main concepts. In addition, the scaffolding environment of the class discussion forum provided a safe environment to test my emerging new knowledge.

 

 

 

 

 

 

This simple proverb inspired early design directions which included the  learners being involved in their learning and taking ownership and responsibility for their learning. It also supported my early desires of creating a learner centered model. ‘Learners for me are central to the design – they are at the top. Interested in creating a learner centric design’ (Murphy 2008 a)

 

In addition I considered that in designing e-learning environments educational practicitioners need to consider their own understanding of “what is learning” to clarify, rationalise and formalise their teaching practise and bring them into alignment with the technological choices (Belisle 2008). This was relevant in my case as early in my blog I wrote a post “ Some more current thoughts on  learning, teaching and technology” which helped me clarify the following thoughts:  

 

‘For meaningful learning there has to be a change or increase in knowledge base, meaningful personal connections with the knowledge and a profound awaking which is sometimes described as the ‘ah ha’ moment”. Teachers play an important role in ensuring that the technology mediated learning environment has its origins in an educationally sound theoretical basis such as social constructivism and providing engaging and relevant content which supports the learning goals and outcomes’ (Murphy 2008 b).

 

 

It has been interesting to reflect back and observe how these above early thoughts have influenced the design of my model.

Another important shift was the need for my design to have a practical component which would have tangible outcomes for both the business and learners. I reflected in my blog that the design would have;

‘Real world and specific organisation problem solving application – the design will have an immediate application and benefit to their work and hopefully stimulate a personal learning journey ’ (Murphy 2008 b).

 

Another important element which has been reflected in my blog and inspired my design was the notion of a customised and dynamic model which was spiral not linear in nature.  

‘Prefer a design where instructions need to be customised rather than standardised and a model will not be a static model but a dynamic flow of activities – can be circular/spiral not linear. The learning activities can be organised in a spiral manner so that the learner continually builds upon what they have learnt already’ (Murphy 2008 b).  

 

 

 

 

After reading, writing and reflecting, my next step was to mind map my model and translate the abstract into a workable model. The first draft is reflected below:

 

 

This model was big on ideas but short on substance. I had been able to articulate my top line ideas into the mind map but there were many relevant links missing to fully explain the fluidity of the model and missing detail of “how” the model would be adapted for the workplace context of a Call Centre. These topline ideas were articulated on the class wiki. Through feedback from our lecturer I was able to see the gaps which had occurred and this provided me with an impartial critical set of eyes which helped me refine the model further. The most significant change to the diagram was to bring the stakeholders, instructors and feedback into the learning environment and to show that the instructional design methodology has a relationship with the learning environment. I was also interested to read the feedback on other classmate’s models and watch their models develop through this feedback. Through social comparison I was able to see that I was “on the right track” and this encouraged me to keep persevering  with my design. Once my mind map was complete I was able to adapt it to the workplace context and complete the picture through the formal writing process of this assignment.  

 

My final observations on e-learning design can be best explained by the notion of engagement and motivation. This is the notion that people need to be engaged and motivated by what they are learning and that  ‘a learner will not learn unless they belong in that learning’ (Kalantzis and Cope 2004, 40) .

 

My feelings on this were articulated in the online forum and it also encapsulates a theme which I hope will flow through into my design and final implementation of the model.

‘I have always strongly felt that engagement and motivation is key to the learning process and that learning is a personal journey that offers personal and cultural transformation….. The most significant personal learning impacts for me last semester was stimulating a desire for knowledge which extended beyond the original course outline and the subsequent change of how I now look at my world and workplace differently particularly in the context of work, education and training’ (Murphy 2008 a).

 

Conclusion

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reference List

 

 

Ardichvili, A., Maurer, M., Li, W., Wentling, T. and Stuedemann, R. (2006). Cultural influences on knowledge sharing through online communities of practice. Journal of Knowledge Management, Vol. 10 No. 1 pp 94-107.

 

Belisle C (2008) eLearning and Intercultural dimensions of learning theories and teaching models e-Learning Papers, viewed 6 September 2008  <http://www.elearningeuropa.info/files/media/media14903.pdf>

 

Bonk, C. and Zhang, K. (2006). Introducing the R2D2 Model: Online learning for

diverse learners of this world. Distance Education, Vol. 27 No. 2  pp 249-264.

 

 

Clark D (1995) Introduction to Instructional System Design, Making the system effective. Viewed 6 September 2008 <http://www.nwlink.com/~donclark/hrd/sat1.html>

 

 

Kalantzis, M. and Cope, B. (2004). Designs for Learning. E–Learning, Vol 1 No 1  pp 38-93.

 

Learnyourway (2007) E-learning Design Model  Learnyourway. Viewed 6 September 2008 <http://www.learnyourway.com.au/index.php?option=com_content&task=view&id=3&Itemid=2>

 

Murphy D a  2008  e-Learning Design 013090  Discussion Forums, UTSOnline, University of Technology, Sydney, Spring Semester 2008.

 

Murphy D  b 2008 Debra’s e-learning adventures <www.forblogssake.edublogs.org>

 

Newton, D & Ellis, A 2005, ‘Effective implementation of e-learning: a case study of the Australian Army’, Journal of Workplace Learning, Vol. 17 No. 5/6, pp. 385-397

 

Nichani, M. (2002). Empathic Instructional Design. elearningpost. Viewed 12 August 2008 <http://www.elearningpost.com/articles/archives/empathic_instructional_design/>

 

Pietronilla Penna, M and Stara, V (2007) The failure of e-learning: why we should use a learner centered design. Journal of e-learning and knowledge society  Vol. 3, No. 2, June pp 127-135. Viewed 7 September 2008

<http://www.je-lks.it/en/07_02/11Art_penna_inglese.pdf>

 

 

Selepeng-Tau O (2000) Application of Computer-Based Hypermedia in Distance Education Course Design Using Elaboration Theory as a Framework.   International Workshop on Advanced Learning Technologies. Viewed 6 September 2008

<http://csdl2.computer.org/comp/proceedings/iwalt/2000/0653/00/06530051.pdf>

 

 

Smith N and Greenburg J  (2001) Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition

American Society for Engineering Education, viewed 3 September 2008  <http://www.vanth.org/docs/021_2001.pdf>

 

 

Teo, S. and Williams, J. (2006). A Theoretical Framework for Effective Online Course Design. MERLOT Journal of Online Learning and Teaching, Vol. 2 No 1, pp 12-21.

Viewed 15 August 2008 <http://jolt.merlot.org/documents/MS05007_002.pdf>

 

Woo Y and Reeves T (2007) ‘Meaningful interaction in web-based learning: A social constructivist interpretation’ Internet and Higher Education Vol. 10 pp 15-25

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